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Development of bespoke training programmes
Maven Training has provided training to many stakeholders and suppliers to public sector organisations which gives us a comprehensive view of the issues faced. As a result of one assignment we have developed a specific Business Case workshop that concentrated on identifying common benefits that arise from local authority projects, but which are difficult to quantify in measurable terms.Our research with this particular client resulted with the conclusion that the Business Case for projects was not being completed, because staff did not have the skills to express the benefits, e.g. "improved quality of life", or "safer environment for children" in terms of measurable outputs.
The Maven Training approach to Training Development is founded on the clientfocused principles of support and collaboration. Maven works closely with each client, offering support throughout the process and developing a collaborative relationship. We are able to provide;
- Course materials which serve as a reference guide
- Web-based knowledge test and Surveys
- Course Evaluation Forms
For the duration of a training programme, this approach follows the ADDIE Instructional Design Model of five continuous and overlapping processes - Analysis, Design, Development, Implementation and Evaluation.
Analysis (assessing, listening and confirming)
- Assessing the training needs
- Listening to the client to determine the best training approach
- Defining the training goals to satisfy the needs
- Verifying needs analysis results with the client
Design (answering the question)
'What skills and knowledge should the delegates have when the training is complete?'
- Transforming training needs into training objectives
- Identifying specific topics, goals, techniques and supporting tasks to be included in the training, bearing in mind the impact of internal culture, policies and procedures
- Defining the audience, taking into account different backgrounds and levels of previous experience
- Incorporating the Adult Learning Model, addressing learning styles and preferences
- Sequencing topics in a logical progression to balance information and delivery system(s)
- Confirming with the client all details for training methods, structure and format
Development (proactive and responsive)
- Creating high-quality tailored training courses that balance theory and practical application
- Developing job aids, slides, handouts, pre-course materials that are clear, understandable, and meaningful from learners' point of view
- Quality checking materials through Subject Matter Expert (SME) reviews, rehearsals, and continuous improvement checks
Implementation (supporting knowledge creation)
- Delivering a variety of training styles - active/passive; independent/collaborative; theory/concrete; practise/real-world; on-line/in-person
- Creating a team environment among the delegates, facilitating effective communication and developing their knowledge and skills to achieve added value results
- Engaging delegates through interactive and collaborative training activities, including reference to real-world and practical examples
- Supporting knowledge creation through open communication systems; recognising each individual's contribution to sharing and disseminating knowledge
Evaluation (continuous improvement)
- Treating all delivery as an opportunity to improve training via Classroom Assessment Techniques (CATs), delegate feedback, performance impact assessments, and continuous improvement quality reviews
- Capturing clear measures for evaluating impact and assessing knowledge transfer
- Identifying appropriate return on investment to stakeholders
- Continuously assessing the training and the programme effectiveness
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